FOOD AND WELLNESS UNIT PLAN

Food and Body Wellness Grade 1, 2, 3

Title of Unit
Level
Curriculum P.E and Wellness Time 6 lesson (2 week span)
Area(s) Frame

Developed by Shael Bourne

IDENTIFY DESIRED RESULTS

Programs of Study Foundations

What program foundations form the emphasis of the unit? What big ideas from the program of studies will you include?

Healthy Eating: A lifetime of optimal well-being and physical wellness is supported by prioritizing nutrition
and healthy eating.

Essential Question
What is the big, overarching question guiding your unit plan?

How does food impact health and wellbeing, and how does it function within our lives?
G.1 - How can food affect health?
​G. 2 - How can food impact well-being?
G. 3 - How does nutrition function in the body?

Unit Plan Outcomes

What are the program of studies general outcomes and specific competencies to be covered in your unit?
What will students understand, be able to do, be able to apply?

G.1 Students examine and connect a variety of foods to growth and development.
- Students investigate how healthy relationships in learning and playing environments are built through
connection.
G.2 - Students examine internal and external factors that influence food choices and decisions.
- Students examine how growth is affected by variables.
- Students connect healthy relationships to a variety of learning and playing contexts.
- What kinds of natural resources exist in the communities (e.g., fishing, agriculture, mining)?
G.3 - Students investigate food and describe how it affects the body.
- Students examine and describe development related to personal growth.
- Students investigate and describe how problem solving can affect healthy relationships.

UNIT PLAN RESOURCES

Adapted from Wiggins, Grant & J. McTighe (1998)
 What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need particular resources/materials/technologies?

Food Origin photos and associated food words, visual journals, Riddle slips and collection jar, poster paper,
Just Ask! book, SmartBOARD, Bingo board.

UNIT PLAN SUMMATIVE ASSESSMENT

What will you accept as evidence that learning has occurred at the conclusion of this unit?

Summative assessment will be determined through

What is the summative performance assessment
for the unit?
What is the goal of your summative performance Students will explore natural resources in their
assessment as framed within the outcomes and
competencies? What do you hope to learn?
How will this assessment inform student
learning and your practice?
their completion of the sorting activity, written
journal entries and BINGO game.
The goal of my summative assessment is to examine
students' understanding of how relationships,
growth and development are impacted by
different variables and how this impacts the body.
communities to connect a variety of foods to
growth and development. Through this
understanding of foods’ impact on the body, students
will demonstrate an understanding of how this
impacts healthy relationships and connection both
with others and themselves.
This assessment will inform student’s learning
through self-reflection while developing their poster
and writing their journal entries. This will further
inform my practice by giving me insight into their
connections with themselves and their understanding
of healthy relationships.

LESSON PLAN SEQUENCE/OUTCOMES

For each lesson in the unit, consider the primary topic/activities, outcome and assessment. Does
each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:
What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the
unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

Adapted from Wiggins, Grant & J. McTighe (1998)


What is the primary
Lesson # objective of this lesson in
your own words?
1. To get the students to begin to What Food does for our Bodies
consider their relationship with - talk about what it means to be
food, thinking about how we
talk about and classify food
2. Students will gain a better
understanding of what a whole
food is and where is it grown
3. Students will demonstrate their Food Origin Discussion
learnings from the Sorting
activity
4. Students will further their
exploration of foods by
learning about and developing
riddles containing facts about
foods - ensuring to include
origin
5. Students will further their
understanding of what a
healthy body is, grow their
appreciation that every body is
different and deserving of
respect and enhance their
relationship with their own
body
What are the primary activities
in this lesson?
healthy and how we talk
about/classify food as being
unhealthy
- place emphasis on how we eat
different foods for different
reasons (as fuel, for
celebration, emotional
connections, etc.)
Food Origin Sort
- students will learn about
whole foods versus processed
foods
- they will learn about and sort
foods into their food origin
location (farm, orchard,
garden etc.)
- students will informally
present their findings from
their sorting activity,
providing justification for why
they placed certain foods with
each origin
Food Riddles
- I will provide examples (and
for g.1s, a template) of food
riddles
- students will be able to
ongoingly enter in their food
riddles into the jar for their
classmates to solve
EveryBODY is Different Activity
- Students will engage in a
discussion, sharing their
differences with one another,
taking notice of others’
answers being different than
their own
Adapted from Wiggins, Grant & J. McTighe (1998)
How will you assess
whether learning has
occurred in each lesson?
How will you employ
formative assessment?
Students will engage in a
class discussion, participating
in a think-pair-share
discussion about their
relationship to food
Students will match their
foods to their respective
origins, recording their
responses in their visual
journals
Students will engage in a
presentations to their peers
sharing their sorting decisions
and explaining why/why they
did not place foods with their
origins
Riddles will be written and
answered by the students, for
the students demonstrating
their understanding of the
food, including
characteristics, origin,
processes involved, and other
facts
Students will create a journal
entry and a one-page poster
celebrating their differences
and uniqueness

6. Students will further their
appreciation for different
bodies that extend beyond our
classroom community
- Students will engage in a
writing/drawing assignment
illustrating on a poster things
that are unique about
themselves
Just Ask!
- we will critically read the
book Just Ask! engaging in
class discussions throughout
the reading
Celebrating Differences Bingo
- students will be given a Bingo
board where they will have to
find a different classmate for
each bingo item
Students will engage in a
critical thinking discussion
and share with a peer their
understanding of the topics
covered in the book reading.
Students will also
demonstrate their
appreciation for connection
and relationships through the
completion of a BINGO
board

PRE-SERVICE TEACHER SELF-REFLECTION

● How do you feel your students experienced this unit?

● Were they able to make explicit and self-evaluate their growing understanding, skills and/or
knowledge?
● Were you able to make good use of formative assessment for/of/as learning? How did this
information impact your summative assessment?
● Were you successful in reaching all students? How do you know? How did you accommodate for
diverse learners and those requiring accommodations?
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and
knowledge?
● What went well and what needs refinement? What might you do differently next time?

Adapted from Wiggins, Grant & J. McTighe (1998)